ABSTRACT

This article reports on the utilization of group discussion by teachers to improve the comprehension skills of learners in their multilingual classes. The study aimed to examine solutions to low comprehension skills among learners whose language of instruction differed from their home languages. The participants were teachers (n = 12) and learners (n = 134) from four purposively sampled primary schools. Data generation included non-participatory observations of comprehension lessons, interviews with teachers, and analyses of teachers’ lesson plans and learners’ workbooks. Data was analysed using thematic analysis. The findings indicate that some teachers employed peer tutoring and group work. Others utilized a quiz-bowl approach in comprehension lessons, which limited learners’ independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions. Future research should examine the longitudinal influence of the structured use of group discussions.

摘要

本文报告了教师如何利用小组讨论来提高学习者多语言课堂的理解能力。这项研究旨在研究教学语言与本国语言不同​​的学习者的低理解力解决方案。参加者是老师（n  = 12）和学习者（n = 134）来自四个有目的抽样的小学。数据生成包括对理解课的非参与性观察，对老师的访谈以及对老师的教案和学习者工作簿的分析。使用主题分析对数据进行分析。调查结果表明，一些教师从事同伴辅导和小组工作。其他人则在理解课中采用了测验法，这限制了学习者在讨论中的独立思考能力。但是，进一步的分析表明，如果对教师进行培训以模仿和支持提问的技巧，则小组讨论可能是一项资产。未来的研究应该研究小组讨论的结构化使用的纵向影响。